Topic
Sequential bilingualism
About: Sequential bilingualism is a research topic. Over the lifetime, 56 publications have been published within this topic receiving 1343 citations.
Papers published on a yearly basis
Papers
TL;DR: Semantic development seemed to be driven more by input while morphosyntactic development relied on both input and output, and Clinicians who assess bilingual children should examine children's language output in their second language to better understand their levels of performance.
Abstract: PURPOSE: This study assesses the factors that contribute to Spanish and English language development in bilingual children. METHOD: 757 Hispanic Pre-kindergarten and kindergarten age children completed screening tests of semantic and morphosyntactic development in Spanish and English. Parents provided information about their occupation and education as well as their children's English and Spanish exposure. Data were analyzed using zero-inflated regression models (comprising a logistic regression component and a negative binomial or Poisson component) to explore factors that contributed to children initiating L1 and L2 performance and factors that contributed to building children's knowledge. RESULTS: Factors that were positively associated with initiating L1 and L2 performance were language input/output, free and reduced lunch, and age. Factors associated with building knowledge included age, parent education, input/output, free and reduced lunch and school district. CONCLUSION: Amount of language input is important as children begin to use a language, and amount of language output is important for adding knowledge to their language. Semantic development seemed to be driven more by input while morphosyntax development relied on both input and output. Clinicians who assess bilingual children should examine children's language output in their second language to better understand their levels of performance.
282 citations
TL;DR: This paper found that a large proportion of parents, even those firmly committed to maintaining a strict separation of language by parent, model linguistically mixed utterances for their children, which suggests that children's early language mixing does not reflect interlinguistic confusion.
Abstract: An important question about early bilingualism that concerns both parents and researchers is the degree to which one language may interfere with another. This question rests on an implicit assumption that learning more than one language must always produce confusion and/or interference between (or among) the languages. Although many naturalistic studies have addressed this issue, no firm answers are yet available from the conflicting results obtained. Several factors appear to be responsible for the contradictory evidence, including the small numbers of subjects in each study, the large number of different language combinations of varying similarity that have been examined, and the variety of linguistic input situations (e.g., sequential bilingualism, language separation between home and school, parent/language separation), that have been observed. There is a consensus that children's language mixing can be eliminated if parents adhere strictly to the principle of one parent/one language enunciated by Grammont (Ronjat, 1913). However, this claim has not been directly examined. The primary goal of the present study is to characterize the linguistic input available to a child growing up with two languages. Analyses of the data show that a large proportion of parents, even those firmly committed to maintaining a strict separation of language by parent, model linguistically mixed utterances for their children. This finding suggests that children's early language mixing does not reflect interlinguistic confusion. Rather, it suggests that the child is formulating hypotheses about language based on the data available, i.e., that using the language of both father and mother in a single utterance is acceptable.
146 citations
TL;DR: Conceptual scoring does not fully ameliorate the bias inherent in single-language standardized vocabulary measures for bilingual children, but the procedures employed here may assist in ruling out vocabulary deficits, particularly in typically developing simultaneous bilingual children.
Abstract: Purpose The authors examined the effects of conceptual scoring on the performance of simultaneous and sequential bilinguals on standardized receptive and expressive vocabulary measures in English a...
117 citations
Book•
1 Nov 1992
TL;DR: In this article, the authors present a detailed review of the four stages of language development in children from birth to the age of two years, from the beginning to the present day.
Abstract: All Chapters end with "Review Questions and " "References and Suggested Readings." 1. A Connection of Brains. Separate but Related Processes. The Unique Characteristics of Human Speech. Speech: The Tale of Two Brains. 2. Language Acquisition: A Theoretical Journey. Choosing Sides. The Behaviorist Interpretation. The Nativist Interpretation. The Generative Semantics Interpretation. The Cognitive Interpretation. The Information processing Interpretation. The Pragmatics Revolution. The Social Interactionist Interpretation. And the Evolution Continues. 3. Cognitive Development--Building a Foundation for Language. Piaget's Theory of Cognitive Development Vygotsky's Theory of Cognitive. Development: A Sociocultural Perspective. The Perceptual Groundwork for Communication. 4. In the Beginning--Communication Development from Birth to Two Years. From the Beginning ...The Infant Communicates. Beyond Infancy: The Emergence of Language. Stage One: From Words to Combinations of Words. Comprehension and Production: A Critical and Evolving Relationship. The Role of the Caregiver in the Acquisition of Early Language. Stage One: A Brief Look Back and a Glimpse Forward. 5. The Saga Continues--Language Development Through the Preschool Years. Stage Two: Elaborating Structure and Refining Meaning. Stage Three: Producing Longer, More Adult-Like Sentences. Stage Four: Elaboration by Embedding. Stage Five: Polishing the Act. Understanding Language: Cognition, Comprehension, and Production. 6. Taking Language to School and Into Adulthood. Bringing My Stuff to School: Pencils, Crayons, and Language. Language Development During the School Years: An Overview. Semantics: Vocabulary and Cognition Still Growing Together. Syntax and Morphology: Still Expanding and Acquiring. Pragmatic Development: Conversational Skills Continue to Improve Metalinguistic. Development During the School Years. Reading and Writing: New Applications of Language. Adult Language. And the Beat Goes On... 7. The Building Blocks of Speech. Describing Speech Sounds. Co-Articulation: The Mix of Sounds in the Making of Speech. The Landmarks of Phonological Development. Theories of Phonological Development. 8. Language Diversity--Regional, Social/Cultural, and Gender Differences. What is a Dialect? What is an Accent? Regional Dialects. Social/Cultural Dialects. Gender Differences in Language. 9. One Tongue--Two or More Languages. The Changing Face of America. What Does it Mean to be Bilingual? Bilingual Development--Different Views, Different Terminology. Cognition and Language Development in Bilingualism. Learning a Second Language--The Optimal Age. A Closer Look at Simultaneous Bilingualism. A Closer Look at Successive or Sequential Bilingualism. Stages of Language Development in Bilingual Children. Bilingualism--Good, Bad, or Inevitable? 10. Speech and Language Disorders. Falling Short of Normal Communication. Phonological Disorders. Language Impairments. Voice Disorders. Fluency Disorders. Final Thoughts. Appendix: The Anatomical and Physiological Bases of Speech, Language, and Hearing. Speech as the Product of Borrowed Structures. The Four Processes of Speech. Respiration. Phonation. Resonation. Articulation. The Four Processes in review. The Brain: The Computer Center for Speech and Language. The Ear: An Energy Transformer. The Complete Speech and Language Machine. Name Index. Subject Index.
97 citations
TL;DR: Findings of verb processing across age, language, and processing conditions replicated and enriched previous findings of noun processing in similar populations, however, verb processing was considerably slower and less accurate than noun processing.
Abstract: Purpose Verb processing in early sequential Spanish–English bilinguals was investigated. Primary study goals were to identify potential patterns of development in relative levels of verb processing...
67 citations
Related Topics (5)
Performance Metrics
| Year | Papers |
|---|---|
| 2021 | 3 |
| 2020 | 4 |
| 2019 | 3 |
| 2018 | 8 |
| 2017 | 5 |
| 2016 | 4 |